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Journal articles on the topic 'Connecting theory to practice'

Author: Grafiati

Published: 5 June 2025

Last updated: 25 June 2025

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1

Bailey, Kieren Laura-Marie, and Michele Jacobsen. "Connecting theory to practice." Journal of Information Literacy 13, no. 2 (2019): 173. http://dx.doi.org/10.11645/13.2.2578.

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This design-based research study of library instruction was developed using the Community of Inquiry theoretical framework. Three different instructional approaches were developed and evaluated as part of this study: the one-shot session approach, the partially embedded librarian approach and the fully embedded librarian approach. Surveys, interviews and journaling were used to gather data from faculty, undergraduate students and the researcher–librarian about their experiences. This research study is unique given the combined use of design-based research methodology and the Community of Inquiry theoretical framework to collaboratively design and evaluate library instruction.

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Song, Yifan, and Stephen Siu Yu Lau. "Connecting Theory and Practice:." International Review for Spatial Planning and Sustainable Development 7, no. 3 (2019): 81–96. http://dx.doi.org/10.14246/irspsd.7.3_81.

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Susskind, Noah, and Lawrence Susskind. "Connecting Theory and Practice." Negotiation Journal 24, no. 2 (2008): 201–9. http://dx.doi.org/10.1111/j.1571-9979.2008.00178.x.

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Butler, Keith A. "Connecting theory and practice." ACM SIGCHI Bulletin 16, no. 4 (1985): 85–88. http://dx.doi.org/10.1145/1165385.317472.

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Alejandro-White, Jose. "Connecting theory and practice." American Nurse Journal 19, no. 4 (2024): 52. http://dx.doi.org/10.51256/anj042452.

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Ulvik, Marit, Hanne Riese, and Dag Roness. "Action research – connecting practice and theory." Educational Action Research 26, no. 2 (2017): 273–87. http://dx.doi.org/10.1080/09650792.2017.1323657.

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7

Dubé, Philippe. "Connecting theory and practice in museology." Museum International 46, no. 3 (1994): 46–50. http://dx.doi.org/10.1111/j.1468-0033.1994.tb01187.x.

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Den Boer, Andrea, and Ingvild Bode. "Gendering Security: Connecting Theory and Practice." Global Society 32, no. 4 (2018): 365–73. http://dx.doi.org/10.1080/13600826.2018.1526780.

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CHESSON, JEAN. "SUSTAINABLE DEVELOPMENT: CONNECTING PRACTICE WITH THEORY." Journal of Environmental Assessment Policy and Management 15, no. 01 (2013): 1350002. http://dx.doi.org/10.1142/s1464333213500026.

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The desire to demonstrate performance with respect to sustainable development has led to a profusion of approaches. The widespread use of quantitative indicators often appears unconnected to any theory of sustainable development. One reason for this disconnect is that theoretical treatments have tended to focus on global and national scales whereas practical attempts to report on sustainable development tend to operate at smaller scales such as regions, industries and corporations. The relevance of existing theory to those reporting at smaller scales is not widely recognised. This paper develops an approach to reporting that is motivated by a theoretical interpretation of sustainable development in terms of assets. The approach is illustrated with a hypothetical example. The asset-based approach can be applied in a variety of contexts (national, regional, industry, corporation and product) and provides a common framework for linking what have been regarded as disparate approaches to reporting on sustainable development. The recognition that different players have responsibilities for different mixes of assets is the key to understanding how performance should be measured and how information can be combined to report at different scales.

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Maharjan, Babita, Pushpa Kumari Sunar, Niroj Dahal, Binod Prasad Pant, and Netra Kumar Manandhar. "Connecting the dots." Journal of Interdisciplinary Studies in Education 14, no. 2 (2024): 66–89. https://doi.org/10.32674/dyp4kv17.

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Reflective practice enables teachers to examine their personal and professional actions and learn from their lived experiences. The study explores teachers’ conceptualizations of reflective practice, its applications, challenges, and opportunities for being and becoming professionals. The overarching research question guides this article—how do teachers’ reflective practices contribute to their development of self-efficacy, emancipation, and empowerment? Grounded on the lenses of transformative learning theory, this study narrates the experiences of three teachers (two females and one male) from different schools and colleges in Kathmandu, Nepal. We have subscribed to the narrative inquiry as a research method to explore and understand teachers’ reflective practices that contribute to their self-efficacy, emancipation, and empowerment development. Data was collected through in-depth interviews and analyzed using themes aligned to self-efficacy, emancipation, and empowerment. The findings reflect that reflective practice fosters professional development by helping teachers find and address their weaknesses, thereby improving their professional practices. For boosting teachers' self-efficacy, emancipation, and empowerment, the study concluded that reflective practice significantly enhances teachers’ professional development by enabling them to analyze and address their weaknesses.

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Everts, Jonathan. "Connecting Sites: Practice Theory and Large Phenomena." Geographische Zeitschrift 104, no. 1 (2016): 50–67. http://dx.doi.org/10.25162/gz-2016-0003.

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Pedler, Mike, and Aileen Lawless. "Connecting our worlds: the theory practice continuum." Action Learning: Research and Practice 11, no. 1 (2014): 98–100. http://dx.doi.org/10.1080/14767333.2013.874771.

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Marrs, Jo-Ann, and Lois W. Lowry. "Nursing Theory and Practice: Connecting the Dots." Nursing Science Quarterly 19, no. 1 (2006): 44–50. http://dx.doi.org/10.1177/0894318405283547.

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Stark, Katherine Kiefer. "Connecting to Dance: Merging Theory with Practice." Journal of Dance Education 9, no. 2 (2009): 61–68. http://dx.doi.org/10.1080/15290824.2009.10387387.

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15

Christoforou, Asimina. "Connecting Theory with Practice: Lessons from Bourdieu." Forum for Social Economics 47, no. 3-4 (2016): 278–87. http://dx.doi.org/10.1080/07360932.2016.1187190.

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16

Yeung, Melissa. "Critical Race Theory within Graduate Education: Connecting Theory with Practice." NACADA Review 3, no. 2 (2022): 45–57. http://dx.doi.org/10.12930/nacr-21-22.

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Graduate enrollment patterns of students of color suggest that a gap in graduate enrollment persists between Black and Latinx students and White students despite an overall increase in enrollment. Graduate enrollment depends, in part, on student aspirations for graduate study, which is influenced by undergraduate student success and sense of belonging. Using a lens of Critical Race Theory, this paper seeks to explore the nature of undergraduate student experience and how it impacts aspiration to graduate study. It also provides a framework to facilitate equity-minded academic advising, providing a positive space for students of color to explore graduate aspirations.

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17

Woehrle, Lynne M. "Connecting Health and Peacebuilding in Theory and Practice." Peace Review 31, no. 2 (2019): 168–77. http://dx.doi.org/10.1080/10402659.2019.1667565.

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18

Saunders, Peter. "Technology enhanced language learning: Connecting theory and practice." System 45 (August 2014): 262–64. http://dx.doi.org/10.1016/j.system.2014.07.006.

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19

Arievitch, Igor M., and Jacques P. P. Haenen. "Connecting Sociocultural Theory and Educational Practice: Galperin's Approach." Educational Psychologist 40, no. 3 (2005): 155–65. http://dx.doi.org/10.1207/s15326985ep4003_2.

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Hitchin, Linda, and Wolodymyr Maksymiw. "STS in Management Education: Connecting Theory and Practice." Organization 16, no. 1 (2009): 57–80. http://dx.doi.org/10.1177/1350508408098922.

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Cooper, Shelly C. "Connecting Theory and Practice in the Music Classroom." General Music Today 25, no. 2 (2011): 3–4. http://dx.doi.org/10.1177/1048371311427585.

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22

Johnson, Lyrck. "Are Designers Diluting Culture? Connecting Theory to Practice." Asylum 2 (December 31, 2023): 330–36. http://dx.doi.org/10.34074/aslm.2023207.

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The cohabitation between Indigenous and non- Indigenous peoples in this post-colonial society is a hefty but necessary topic that must be discussed. This is particularly important for landscape architects, as we are responsible for designing our urban public spaces and cities. Māori, the Indigenous people of Aotearoa, have struggled with land theft, and the erasure of their history and identity since the first European settlers arrived. Aotearoa has come a long way regarding cultural acceptance, acknowledgment and collaboration when it comes to design. This is evident, as engaging with mana whenua is considered of national importance in the Resource Management Act; however, the effects of colonisation still impact Māori today. As designers responsible for our public realm, we can aim to address these issues and create a co-habitable society that embraces and empowers all. Although this is the intent of many landscape architecture groups, is it appropriate to label recent projects as transformative and progressive if the design process follows colonial thinking, lacks authenticity and spirituality, and is essentially “a copy of something that never existed”?1 Spirituality is imbued in Māori culture, evident in Te Aranga Principles such as Mana and Ahi Kā2 that Māori have gifted us. The absence of authenticity and spirituality in our designs, due to existing constraints and fixed ways of thinking, dilutes Māori culture to trivial symbols; therefore, the goal of a co-habitable society can never truly be achieved. This will be discussed by analysing the article “Whakarewarewa Thermal Reserve: The Landscape of Simulation” by Rod Barnett (Ngāti Raukawa), an internationally acclaimed professor and academic author currently a Professor of Landscape Architecture and Head of the School of Architecture at Te Herenga Waka Victoria University of Wellington. The article discusses simulation, which embodies the greater issue of exploitation of Māori culture for tokenism and commodity. Similarly, the second chapter in the book Imagining Decolonisation, “What is Decolonisation?” by Ocean Ripeka Mercier (Ngāti Porou), an academic and professor who specialises in physics and Māori science at Te Herenga Waka Victoria University of Wellington, will be examined. Mercier’s chapter highlights the ideas and processes of decolonising our minds and spaces to truly achieve cohabitation. Lastly, the theories of Barnett and Mercier will be challenged by analysing two landscape architecture projects in Tāmaki Makaurau. By doing so, this paper emphasises the gravity of the issues within our design practices that claim to be authentic and inclusive, yet, at their core, precisely lack those attributes.

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23

Steinke, Jocelyn. "Theory into practice: Connecting theory and practice: Women scientist role models in television programming." Journal of Broadcasting & Electronic Media 42, no. 1 (1998): 142–51. http://dx.doi.org/10.1080/08838159809364439.

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24

Leake, Maria D. "Social Engagements with Contemporary Art: Connecting Theory with Practice." Art Education 67, no. 5 (2014): 23–30. http://dx.doi.org/10.1080/00043125.2014.11519287.

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Ortlieb, Evan, and Susan Schatz. "Student’s Self-Efficacy in Reading – Connecting Theory to Practice." Reading Psychology 41, no. 7 (2020): 735–51. http://dx.doi.org/10.1080/02702711.2020.1783146.

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26

Shahmohammadi, Nayereh. "Interactive Videoconferencing: Connecting Theory to Practice for Preservice Teachers." Procedia - Social and Behavioral Sciences 114 (February 2014): 19–25. http://dx.doi.org/10.1016/j.sbspro.2013.12.650.

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27

Sutherland, Kathryn A. "Connecting literature, theory, practice and people through academic development." International Journal for Academic Development 18, no. 4 (2013): 303–5. http://dx.doi.org/10.1080/1360144x.2013.847591.

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28

Fenton-Smith, B., and C. Stillwell. "Reading discussion groups for teachers: connecting theory to practice." ELT Journal 65, no. 3 (2010): 251–59. http://dx.doi.org/10.1093/elt/ccq058.

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29

Clement, Tanya E., and Daniel Carter. "Connecting theory and practice in digital humanities information work." Journal of the Association for Information Science and Technology 68, no. 6 (2017): 1385–96. http://dx.doi.org/10.1002/asi.23732.

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30

Ndemanu, Michael, and Serafín Coronel-Molina. "Transformative Education: From Theory to Practice - Daring to Re-Imagine and Re-Innovate." Global Journal of Transformative Education 3 (April 30, 2022): 1–2. http://dx.doi.org/10.14434/gjte.v3i1.34349.

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According to the Transformative Learning Theory developed by Jack Mezirow (1991), connecting theory with practice is vital because transformative learning occurs during the connection process. A theory can be defined as a set of assumptions or hypotheses about a reality. In other words, it is a mental map representing the world (Granick, 2005; Knapper, 2000). Meanwhile practice can be defined as something that one does. Theory can inform practice because it provides a rationale for a decision or action to be taken. It is often modified based on the outcome of practice. Theory, therefore, should inform practice and vice versa. It is within this theory to practi

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31

Bernier, Judith D. "Book and Media Reviews:Career Development and Systems Theory: Connecting Theory and Practice." New Horizons in Adult Education and Human Resource Development 23, no. 1 (2009): 46–51. http://dx.doi.org/10.1002/nha3.10330.

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32

Thompson, John B. "Connecting Theory to Practice: Karl Barth, Capability Theory and Psychiatric Social Work." Pastoral Psychology 62, no. 2 (2012): 219–34. http://dx.doi.org/10.1007/s11089-012-0463-y.

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33

MULNARD, Ruth A. "Translational research: Connecting evidence to clinical practice." Japan Journal of Nursing Science 8, no. 1 (2011): 1–6. http://dx.doi.org/10.1111/j.1742-7924.2011.00184.x.

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34

Aberšek, Boris. "CHANGING EDUCATIONAL THEORY AND PRACTICE." Problems of Education in the 21st Century 66, no. 1 (2015): 4–6. http://dx.doi.org/10.33225/pec/15.66.04.

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How do we think, how do we learn, memorize and dream, how does pleasure come to be, where are the emotions hidden and how do we reach decisions? Cognitive science and neuroscience tries to answer such questions. It tackles the fields of the human mind in an interdisciplinary, even transdisciplinary way – by connecting discoveries from all the disciplines that could shed light on cognitive occurrences. Cognitive science brings together psychology, philosophy, linguistics, artificial intelligence, social sciences and many others. It tries to deal with mental processes in a holistic way and to create a deeper understanding of the field that is empirically closest to us.

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35

Willson, Rebekah, Devon Greyson, Gary Burnett, and Lisa Given. "SIG/USE Research Symposium: Making Research Matter: Connecting Theory and Practice." Bulletin of the Association for Information Science and Technology 42, no. 3 (2016): 30–32. http://dx.doi.org/10.1002/bul2.2016.1720420310.

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EDITOR'S SUMMARYSpecial Interest Group/Information Needs, Seeking and Use (SIG/USE) convened at the 2015 ASIS&T Annual Meeting to explore the links between theory and practice in information behavior. In his keynote address, Ross Todd urged the audience to go beyond models and aim for synthesis and meta‐analysis, focusing on the user. Lightning talks addressed a social cognitive theory analysis of a program for disadvantaged youth; adults with limited literacy and health information; mobile information workers; forming a community of practice; and information sharing practices among online communities. A key takeaway was that research should actively involve communities and their members rather than simply being about them. Safiya Noble's keynote highlighted hidden biases in automated search engine returns with encouragement to design algorithms enabling users to opt in or out of filtered returns. Attendees explored the topics raised further during a mixer chat and table talks. The symposium ended with presentations for the best paper, poster and research proposal and awards for student and international conference travel.

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36

Lee, Insun, Jongwon Park, and Hye-Gyong Yoon. "SCIENCE TEACHERS’ THEORY-BASED TEACHING: CONNECTING A LEARNING CYCLE MODEL TO A LESSON PLAN." Journal of Baltic Science Education 21, no. 3 (2022): 462–80. http://dx.doi.org/10.33225/jbse/22.21.462.

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This research examined theory-based teaching processes of science teachers to understand the mechanism by which theory and practice were connected. Four science teachers desgined lesson plans by applying the empirical-abductive learning cycle (EALC) model and modified lesson plans through a collaborative interview with the researcher. Data were obtained from lesson plans and interviews. Using the constant comparison method with open coding, data were analyzed to find out obstacles or facilitators acted in the process of applying the EALC model to design lesson plans and reveal the path through which theory and practice were connected. As a result, it was found that perceptive prejudice about the role and necessity of the EALC model was the main obstacle. The collaboration process helped teachers understand the EALC model clearly and deeply. The development of this cognitive understanding changed their prejudice about the EALC model and led them to reflect their teaching practices with the eyes of theory. Through this process, a separated state between theory and practice was developed to a connected state. With the belief that it is a good starting point for coordination between theory and practice, further studies are proposed. Keywords: abductive thinking, lesson plan, learning cycle, hypothesis generation, theory-based teaching

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37

Carroll, Karen. "Power with Presence: Connecting Theory and Knowledge to Nursing Practice." Nursing Science Quarterly 35, no. 3 (2022): 302–3. http://dx.doi.org/10.1177/08943184221092436.

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Theory and knowledge connect and constitute disciplinary-centered practice. Nursing theories and knowledge thus propel nursing practice through leading-following processes cocreated with and directed toward the betterment of persons, families, and communities amid changing social and healthcare contexts. In the article that follows, the Roy adaptation model provides a guiding light and structure to focus on emerging healthcare requisites expressed by persons and communities.

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38

Stewart, Jim, and Sally Sambrook. "Connecting Theory with Practice: HRD and the UK REF 2014." International Journal of Human Resource Development: Practice, Policy & Research 2, no. 1 (2017): 83–89. http://dx.doi.org/10.22324/ijhrdppr.2.108.

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39

Putra, Agung Pratama, Sugianto Sugianto, and Mohamad Rana. "Constitutional Theory and Practice: Connecting Legal Philosophy with Legal Reality." JURNAL HUKUM SEHASEN 10, no. 2 (2024): 531–34. https://doi.org/10.37676/jhs.v10i2.6876.

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This article explores the relationship between legal theory and constitutional practice, focusing on how the principles of legal philosophy are applied in a constitutional context. The constitution not only serves as the supreme legal framework within a country, but it also reflects its underlying values and philosophies. This article examines how various legal theories, including legal positivism, natural law, and critical legal studies, affect the interpretation and application of the constitution. Through this analysis, this article aims to bridge the understanding between legal theory and the reality of constitutional legal practice.

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40

Valeeva, Roza A., and Ilshat R. Gafurov. "Initial teacher education in Russia: connecting theory, practice and research." European Journal of Teacher Education 40, no. 3 (2017): 342–60. http://dx.doi.org/10.1080/02619768.2017.1326480.

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41

Francis, Charles. "Transformation and Sustainability in Agriculture: Connecting Practice with Social Theory." International Journal of Agricultural Sustainability 11, no. 1 (2012): 92–93. http://dx.doi.org/10.1080/14735903.2012.674400.

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42

Sutherland, Rosamund. "Connecting theory and practice: Results from the teaching of Logo." Educational Studies in Mathematics 24, no. 1 (1993): 95–113. http://dx.doi.org/10.1007/bf01273296.

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43

Athanasou, James. "Book Review: Career Development and Systems Theory: Connecting Theory and Practice (2nd Ed.)." Australian Journal of Career Development 18, no. 2 (2009): 56–57. http://dx.doi.org/10.1177/103841620901800208.

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44

Patton, Wendy, and Mary McMahon. "The Systems Theory Framework of Career Development and Counseling: Connecting Theory and Practice." International Journal for the Advancement of Counselling 28, no. 2 (2006): 153–66. http://dx.doi.org/10.1007/s10447-005-9010-1.

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45

Iljazi, Teuta. "PEDAGOGICAL PRACTICE AS A LINK FOR CONNECTING THEORY AND PRACTICE IN TEACHING ELEMENTARY MATHEMATICS." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (2019): 1905–10. http://dx.doi.org/10.35120/kij31061905i.

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Mathematics as a subject has been taught since the early years of the education. Elementary school teachers take great responsibility to teach this difficult, abstract, but sometimes boring subject. Hypothetically privilege of understanding this subject is a certain number of students. Teachers not only need to be a professional of the subject, but at the same time they must be artists also. This requires much work, patience, determination, and much love for children and the profession. Students of the Pedagogy Faculty of University of Tetovo are getting prepared for teaching Mathematics in elementary schoolsfirst in the theoretical part and then in the practical part. Pedagogical practice is realized in elementary schools, observing Mathematic teaching by teachers with experience and realizations of Mathematics classes by students themselves. Mathematical observations enable students to benefit from the experience of other teachers. This observation develops students observation skills, develops communication skills with colleagues of the same profession. Observation also makes it possible for students to observe application in practice of knowledge in the pedagogical content. This research evaluates the impact of Mathematic teaching practice on Pedagogy Faculty students of Tetova University. Questionnaire collects data of 46 students. Results showes that PedagoyFacullty students benefited greatly from participating in Mathematics teaching practice because they were able to build proper confidence and competence in lesson preparation and developed skills and attitude of a teacher during the practice. It was also revealed that teaching practice helps students to learn how to participate in school activities. This study proves (Pearson coefficient) the hypothesis that students’ opinion is not depended by students general success and students’ Mathematics success. According the hypothesis Mathematics teaching practice benefits all students and it should be practiced without hesitation in the subject Didactics of Teaching Mathematics as well as in other subjects where didactic theories are studied.

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Sztajn, Paola, Mona Tauber, and Ana Patricia Maroto Vargas. "Highlighting Theory to Connect Research and Practice." Journal for Research in Mathematics Education 49, no. 5 (2018): 614–18. http://dx.doi.org/10.5951/jresematheduc.49.5.0614.

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What role should educational research play in practice and vice versa? What is the role of theory in connecting research and practice? These are some of the questions that readers are invited to consider in Research for Educational Change: Transforming Researchers' Insights Into Improvement in Mathematics Teaching and Learning. Using a novel approach, this book brings these questions to the foreground and examines the links among research, practice, and theory in mathematics education.

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47

Harvey, Giuliana. "Connecting Theory to Practice: Using Guided Questions to Standardize Clinical Postconference." Journal of Nursing Education 54, no. 11 (2015): 655–58. http://dx.doi.org/10.3928/01484834-20151016-08.

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48

Soto Mas, Francisco G., Jan Plass, William M. Kane, and Richard L. Papenfuss. "Health Education and Multimedia Learning: Connecting Theory and Practice (Part 2)." Health Promotion Practice 4, no. 4 (2003): 464–69. http://dx.doi.org/10.1177/1524839903255411.

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49

Marishane, R. N. (Nylon). "South African Standards for Principals: Connecting Theory, Policy, Practice and Context." Journal of Social Sciences 49, no. 1-2 (2016): 26–33. http://dx.doi.org/10.1080/09718923.2016.11893593.

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50

Jones, Luke. "An introduction to sports coaching: connecting theory to practice (2nd Edition)." Sports Coaching Review 3, no. 2 (2014): 179–80. http://dx.doi.org/10.1080/21640629.2014.979716.

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